Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.328
Chunmei Lu
{"title":"Reflexively Speaking: Metadiscourse in English as a Lingua Franca, by Anna Mauranen","authors":"Chunmei Lu","doi":"10.17398/2340-2784.47.328","DOIUrl":"https://doi.org/10.17398/2340-2784.47.328","url":null,"abstract":" ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"57 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.250
Irene Castellano-Risco
Since the implementation of the Bologna Process, Higher Education Institutions have increasingly offered English as the Medium of Instruction (EMI) programmes to promote “internationalisation at home” (Beelen & Jones, 2018). While these programmes allow students to take content courses in English, EMI settings may also be challenging for learners due to the linguistic demands they may impose. However, current efforts to identify these demands have primarily relied on self-reported data, with limited consideration given to the linguistic features that may cause difficulties for EMI learners. This paper aims to address this gap by exploring the lexical demands of EMI seminars. The study analyses the lexical coverage of BNC/COCA (Nation, 2012) and ASW (Dang et al., 2017) lists in MetCLIL, a corpus comprising nine EMI seminars and 110,496 tokens, and investigates the impact of contextual variables on lexical demands. The findings indicate that (1) EMI seminars show lower lexical demands on L2 learners than L1 lectures and seminars or EMI lectures but similar to L1 tutorials, (2) academic spoken vocabulary is less frequent than in other educational settings, and (3) certain contextual factors seem to play a critical role in lexical coverage.
{"title":"Profiling lexical coverage in EMI academic seminars: a corpus-based study","authors":"Irene Castellano-Risco","doi":"10.17398/2340-2784.47.250","DOIUrl":"https://doi.org/10.17398/2340-2784.47.250","url":null,"abstract":"Since the implementation of the Bologna Process, Higher Education Institutions have increasingly offered English as the Medium of Instruction (EMI) programmes to promote “internationalisation at home” (Beelen & Jones, 2018). While these programmes allow students to take content courses in English, EMI settings may also be challenging for learners due to the linguistic demands they may impose. However, current efforts to identify these demands have primarily relied on self-reported data, with limited consideration given to the linguistic features that may cause difficulties for EMI learners. \u0000This paper aims to address this gap by exploring the lexical demands of EMI seminars. The study analyses the lexical coverage of BNC/COCA (Nation, 2012) and ASW (Dang et al., 2017) lists in MetCLIL, a corpus comprising nine EMI seminars and 110,496 tokens, and investigates the impact of contextual variables on lexical demands. The findings indicate that (1) EMI seminars show lower lexical demands on L2 learners than L1 lectures and seminars or EMI lectures but similar to L1 tutorials, (2) academic spoken vocabulary is less frequent than in other educational settings, and (3) certain contextual factors seem to play a critical role in lexical coverage.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.275
I. Lehman, Adam Bednarek, Łukasz Sułkowski
Our purpose in this paper is to throw light on the tension, or even internal conflict, tertiary-level students experience when they struggle to negotiate the rhetorical norms of disciplinary writing and the changes in their authorial voice that necessarily occur in this socialization process. With this goal in mind, we designed and conducted the study to gain insights into the perceptions Management and English Philology students have as to what constitutes a convincing authorial voice and the discourse-level features employed to realize this. Twenty-six study participants created a diverse group with regards to nationality, gender, study level, disciplinary affiliation and cultural and linguistic background. Their evaluations of voice were first analyzed from their responses to a questionnaire and then expanded through interviews. The findings reveal that a reader-inclusive voice, which requires the use of de-jargonized language, clear purpose and structure, and creates room for reader’s own interpretation, is crucial for a text to be convincing. We also argue that students’ preference for reader-sensitive academic writing should be supported and encouraged through the provision of strategic academic writing pedagogy.
{"title":"The role of reader-inclusive authorial voice in the process of academic socialization of Management and English Philology students","authors":"I. Lehman, Adam Bednarek, Łukasz Sułkowski","doi":"10.17398/2340-2784.47.275","DOIUrl":"https://doi.org/10.17398/2340-2784.47.275","url":null,"abstract":"Our purpose in this paper is to throw light on the tension, or even internal conflict, tertiary-level students experience when they struggle to negotiate the rhetorical norms of disciplinary writing and the changes in their authorial voice that necessarily occur in this socialization process. With this goal in mind, we designed and conducted the study to gain insights into the perceptions Management and English Philology students have as to what constitutes a convincing authorial voice and the discourse-level features employed to realize this. Twenty-six study participants created a diverse group with regards to nationality, gender, study level, disciplinary affiliation and cultural and linguistic background. Their evaluations of voice were first analyzed from their responses to a questionnaire and then expanded through interviews. The findings reveal that a reader-inclusive voice, which requires the use of de-jargonized language, clear purpose and structure, and creates room for reader’s own interpretation, is crucial for a text to be convincing. We also argue that students’ preference for reader-sensitive academic writing should be supported and encouraged through the provision of strategic academic writing pedagogy. \u0000 ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"332 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.336
J. Pandor
{"title":"Español académico como LE/L2. Destrezas, competencias y movilidad universitaria, by Susana Pastor Cesteros","authors":"J. Pandor","doi":"10.17398/2340-2784.47.336","DOIUrl":"https://doi.org/10.17398/2340-2784.47.336","url":null,"abstract":" ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"82 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141385272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.201
Milica Vuković-Stamatović, D. Carapic
One potential source of authentic input for English for Academic Purposes (EAP) and English for Science and Technology (EST) listening could be science podcasts. In this study, we examine the vocabulary level of this genre, as well as the amount of the common specialized, i.e. academic and scientific vocabulary it contains. Additionally, we study its lexical density and speech rate. These properties are examined on a corpus of 126 science podcasts produced by the journal Nature, the American Association for the Advancement of Science (AAAS) and the magazine Scientific American. These are compared against those determined for a corpus of lectures in general (the MICASE lectures) and a corpus of science lectures in particular (the MICASE’s science-lecture subsection). On the one hand, science podcasts were found to contain a good amount of both academic and scientific vocabulary, as well as to have a very similar lexical density to that of lectures. On the other hand, their vocabulary level and speech rate were somewhat higher than those of lectures. Based on the analysis, we recommend the use of science podcasts for both EAP and EST listening for advanced learners. For learners with lower proficiencies, vocabulary support and/or adjusting the speed of the science podcasts is advised.
科学播客是学术英语（EAP）和科技英语（EST）听力的一个潜在真实输入来源。在本研究中，我们考察了这一体裁的词汇水平，以及它所包含的常用专业词汇（即学术和科学词汇）的数量。此外，我们还研究了其词汇密度和语速。这些特性是在《自然》（Nature）杂志、美国科学促进会（AAAS）和《科学美国人》（Scientific American）杂志制作的 126 个科学播客语料库中进行检验的。这些特性与一般讲座语料库（MICASE 讲座语料库）和科学讲座语料库（MICASE 科学讲座分库）所确定的特性进行了比较。一方面，科学播客包含大量学术和科学词汇，词汇密度与讲座非常相似。另一方面，播客的词汇量和语速略高于讲座。基于上述分析，我们建议高级学习者在 EAP 和 EST 听力中使用科学播客。对于水平较低的学习者，建议提供词汇支持和/或调整科学播客的语速。
{"title":"Vocabulary profile, lexical density and speech rate of science podcasts: How adequate are they for EAP and ESP listening?","authors":"Milica Vuković-Stamatović, D. Carapic","doi":"10.17398/2340-2784.47.201","DOIUrl":"https://doi.org/10.17398/2340-2784.47.201","url":null,"abstract":"One potential source of authentic input for English for Academic Purposes (EAP) and English for Science and Technology (EST) listening could be science podcasts. In this study, we examine the vocabulary level of this genre, as well as the amount of the common specialized, i.e. academic and scientific vocabulary it contains. Additionally, we study its lexical density and speech rate. These properties are examined on a corpus of 126 science podcasts produced by the journal Nature, the American Association for the Advancement of Science (AAAS) and the magazine Scientific American. These are compared against those determined for a corpus of lectures in general (the MICASE lectures) and a corpus of science lectures in particular (the MICASE’s science-lecture subsection). On the one hand, science podcasts were found to contain a good amount of both academic and scientific vocabulary, as well as to have a very similar lexical density to that of lectures. On the other hand, their vocabulary level and speech rate were somewhat higher than those of lectures. Based on the analysis, we recommend the use of science podcasts for both EAP and EST listening for advanced learners. For learners with lower proficiencies, vocabulary support and/or adjusting the speed of the science podcasts is advised. ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"310 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.332
Ying Zou
{"title":"Data and Methods in Corpus Linguistics: Comparative Approaches, edited by Ole Schützler & Julia Schlüter","authors":"Ying Zou","doi":"10.17398/2340-2784.47.332","DOIUrl":"https://doi.org/10.17398/2340-2784.47.332","url":null,"abstract":" ","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"321 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141386246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.43
Eric Friginal
The analysis of real-world, recorded, and transcribed texts (i.e., corpora) of professional, spoken communication in the workplace has been conducted quite successfully through corpus-based approaches (Friginal, 2024). Corpus linguistics is primarily a methodological research approach to the study of language, and specifically, discourse structure, patterns, and use (Biber et al., 2010; Thompson & Friginal, 2020), with corpora serving as datasets of systematically collected, naturally-occurring registers of texts utilized for a variety of purposes. The use of corpora has become a popular approach in the quantitative analysis of the linguistic characteristics of written and spoken language, in general, and sub-registers such as oral communication in the workplace, in particular (Egbert et al., 2022; Staples, 2015). Various findings have pedagogical and, more importantly, language policy applications. This paper focuses on the important contributions of an iterative corpus-based framework to examine linguistic patterning in telephone/telephony-mediated professional discourses so as to obtain novel understandings of how talk is used and construed in these domains. Current limitations, emerging contributions from generative AI applications, and a call to action proposing training and assessment models will be discussed.
{"title":"Beyond expectations: (Applied) corpus linguistics and a framework for the study of spoken professional talk","authors":"Eric Friginal","doi":"10.17398/2340-2784.47.43","DOIUrl":"https://doi.org/10.17398/2340-2784.47.43","url":null,"abstract":"The analysis of real-world, recorded, and transcribed texts (i.e., corpora) of professional, spoken communication in the workplace has been conducted quite successfully through corpus-based approaches (Friginal, 2024). Corpus linguistics is primarily a methodological research approach to the study of language, and specifically, discourse structure, patterns, and use (Biber et al., 2010; Thompson & Friginal, 2020), with corpora serving as datasets of systematically collected, naturally-occurring registers of texts utilized for a variety of purposes. The use of corpora has become a popular approach in the quantitative analysis of the linguistic characteristics of written and spoken language, in general, and sub-registers such as oral communication in the workplace, in particular (Egbert et al., 2022; Staples, 2015). Various findings have pedagogical and, more importantly, language policy applications. This paper focuses on the important contributions of an iterative corpus-based framework to examine linguistic patterning in telephone/telephony-mediated professional discourses so as to obtain novel understandings of how talk is used and construed in these domains. Current limitations, emerging contributions from generative AI applications, and a call to action proposing training and assessment models will be discussed.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.251
Ana Cristina Lahuerta Martínez
This study explores the L2 production of university students enrolled in an English as a Medium of Instruction (EMI) course, by means of the analysis of the complexity of their academic writing performance. It focuses on syntactic and lexical complexity and their relationship with L2 writing quality and L2 proficiency. The participants were 182 L2 college-level students at difference levels of proficiency in English. The essays were evaluated by means of both global ratings of writing quality and quantitative measures of syntactic and lexical analysis. Results showed that the length of sentences and noun phrases, as well as subordination are all related to writing quality. In addition, the length of noun phrases along with lexical richness and diversity can differentiate proficiency levels. This study shows a greater use of complex phrasal constructions in the writing of more competent third-level students. Finally, our study that at advanced competence levels syntactic and lexical complexity are not synchronous, as syntactic complexity remains stable while lexical complexity continues increasing.
{"title":"The dynamics of syntactic and lexical complexity measures in academic writing","authors":"Ana Cristina Lahuerta Martínez","doi":"10.17398/2340-2784.47.251","DOIUrl":"https://doi.org/10.17398/2340-2784.47.251","url":null,"abstract":"This study explores the L2 production of university students enrolled in an English as a Medium of Instruction (EMI) course, by means of the analysis of the complexity of their academic writing performance. It focuses on syntactic and lexical complexity and their relationship with L2 writing quality and L2 proficiency. The participants were 182 L2 college-level students at difference levels of proficiency in English. The essays were evaluated by means of both global ratings of writing quality and quantitative measures of syntactic and lexical analysis. Results showed that the length of sentences and noun phrases, as well as subordination are all related to writing quality. In addition, the length of noun phrases along with lexical richness and diversity can differentiate proficiency levels. This study shows a greater use of complex phrasal constructions in the writing of more competent third-level students. Finally, our study that at advanced competence levels syntactic and lexical complexity are not synchronous, as syntactic complexity remains stable while lexical complexity continues increasing.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"19 S2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.121
Javier Pérez-Guerra, E. Smirnova, Elena Kostareva
This study is a quantitative and qualitative analysis of the use of cause and effect expressions in two corpora that comprise research articles in four hard and four soft disciplines, selected to represent a broad cross-section of academic discourse. Linguistic expressions of cause/effect are hypothesised to deviate in hard and soft sciences, and the differences pertain not only to key lexical categories but also to syntactic patterns. With the ultimate goal of facilitating practitioners of ESP (English for Specific Purposes) and EAP (English for Academic Purposes) to produce discipline-specific materials, which can effectively address the needs of learners of different sciences, this study investigates the productivity of lexical units, representative of cause/effect expressions in hard and soft scientific disciplines, as identified in the Louvain EAP Dictionary, as well as the main grammatical patterns where the former are attested. This paper shows that cause expressions are more common in soft sciences, while the expressions of effect are used in similar proportion in the two categories. As for lexical strategies, soft sciences tend to use more nouns to express cause/effect, while hard sciences rely on prepositions and conjunctions to a larger extent.
{"title":"Expressing cause and effect in hard and soft scientific discourse","authors":"Javier Pérez-Guerra, E. Smirnova, Elena Kostareva","doi":"10.17398/2340-2784.47.121","DOIUrl":"https://doi.org/10.17398/2340-2784.47.121","url":null,"abstract":"This study is a quantitative and qualitative analysis of the use of cause and effect expressions in two corpora that comprise research articles in four hard and four soft disciplines, selected to represent a broad cross-section of academic discourse. Linguistic expressions of cause/effect are hypothesised to deviate in hard and soft sciences, and the differences pertain not only to key lexical categories but also to syntactic patterns. With the ultimate goal of facilitating practitioners of ESP (English for Specific Purposes) and EAP (English for Academic Purposes) to produce discipline-specific materials, which can effectively address the needs of learners of different sciences, this study investigates the productivity of lexical units, representative of cause/effect expressions in hard and soft scientific disciplines, as identified in the Louvain EAP Dictionary, as well as the main grammatical patterns where the former are attested. This paper shows that cause expressions are more common in soft sciences, while the expressions of effect are used in similar proportion in the two categories. As for lexical strategies, soft sciences tend to use more nouns to express cause/effect, while hard sciences rely on prepositions and conjunctions to a larger extent.","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"59 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141383667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.17398/2340-2784.47.93
Jordan Batchelor
Communicating scientific research to the public is as important as ever. Several studies have investigated the ways that science writers communicate personal feelings and assessments, otherwise known as stance, in their writing, reporting somewhat mixed results. In this study, I examine the grammatical stance marking of science news articles. I compare the ways that writers and the researchers that they quote uniquely contribute to the overall expression of stance in these articles. Results reveal that the researchers’ talk substantially contribute to the overall stance of science news articles compared to their writers, indicated by a greater use of modal verbs, stance verbs and adjectives controlling that complement clauses, and stance adverbials, including a greater use of ‘boosters’. This study suggests that researchers’ talk in science news articles co-participate in the newsworthiness of science and offer an alternative perspective on academic research uncommon in research writing.
{"title":"Whose stance is it, anyway? A corpus-based study of stance expressions in science news articles","authors":"Jordan Batchelor","doi":"10.17398/2340-2784.47.93","DOIUrl":"https://doi.org/10.17398/2340-2784.47.93","url":null,"abstract":" \u0000Communicating scientific research to the public is as important as ever. Several studies have investigated the ways that science writers communicate personal feelings and assessments, otherwise known as stance, in their writing, reporting somewhat mixed results. In this study, I examine the grammatical stance marking of science news articles. I compare the ways that writers and the researchers that they quote uniquely contribute to the overall expression of stance in these articles. Results reveal that the researchers’ talk substantially contribute to the overall stance of science news articles compared to their writers, indicated by a greater use of modal verbs, stance verbs and adjectives controlling that complement clauses, and stance adverbials, including a greater use of ‘boosters’. This study suggests that researchers’ talk in science news articles co-participate in the newsworthiness of science and offer an alternative perspective on academic research uncommon in research writing. \u0000","PeriodicalId":503127,"journal":{"name":"Ibérica","volume":"50 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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